Action Research: Cooperative Learning in the EFL Classroom Studentssocial skills affecting their learning process by Carla Falco

o (Carlinha@hotlink.com.br) The aim of this article is to report the findings of an action research project on applying Co-operative Learning in the EFL classroom. It aimed at providing learners with tools to develop their Social Skills in order to promote positive language learning achievement. Cooperative Learning ...What? Cooperative Learning is the instructional use of small groups so that students work together to maximise their own and each other's learning. In these situations there is a positive interdependence among students for the achievement of goals. Cooperative Learning principles were applied to my lessons according to Spencer Kagans Structural Approach to Cooperative Learning, which is based upon the use of teaching techniques which he called " structures". These "structures" describe how students are supposed to cooperate. These cooperative learning lessons also involves having students performing social roles in group work and have post-lessons reflections. Why ? Translating Cooperative Learning to EFL According to Vygotsky, individuals have a great probability to learn more with and from their classmates than with the teacher. The concept of Zone of Proximal Development (ZPD) would be then what the individual can do with the assistance of a more capable peer -- individuals are likely to perform more complex operations if provided with the right type of assistance. However, assuming that just by having students work in pairs or groups would necessarily improve the individual's performance seems a very nave concept. Students do need to be provided with tools in order to develop specific skills for interacting with one another. Before applying Cooperative Learning into this 1112- year old child group (6thstage), the students did not work cooperatively when asked to work in groups. Most of the students were not used to taking turns to speak, being helpful, or sharing other cooperative attitudes towards their classmates. A lack of interaction was observed between high achievers and low achievers ( low achievers stands for students who havent presented satisfactory language learning results and high achievers stands for students who have presented high language learning achievement.). High achievers used to do the class work and the low achievers did not use to participate much. And the result seemed to be highly discouraging to the low achievers language acquisition process. The evidence of this lack of Social Skills on the part of the learners is the reason why Kagans Cooperative Learning was implemented in my classes. How? CRITERIA USED TO CHOOSE THE SOCIAL SKILLS TO BE DEVELOPED : I have defined the Social Skill Curriculum to be applied during the action research project according to my students Social Skill difficulties.

The development of Social Skills implied having students playing some social roles. According to Kagan there are 12 social roles. These are the roles applied in this project: SOCIAL SKILLS STAYING ON TASK EQUALIZING PARTICIPATION HELPING PRAISING SOCIAL ROLES Taskmaster Gatekeeper Coach Praiser

Taskmaster: The taskmaster is in charge to keep the group on task. Gatekeeper: The Gatekeeper equalises participation. Coach: The Coach helps students master academic content, but doesnt solve the problems for the students. Praiser: The Praiser shows off appreciation about other students performance. Classroom Procedures During the Research Project: Keep students working in stable groups for one period and the students are provided with the opportunity to work with another group. The fact that a student was a good team mate in one group does not imply he/she will have the same performance in a different group. Grouping: Students are grouped according to their levels of achievement . The pilot group was divided into two groups of four students and two groups of three students. The groups of four had one high achiever, two medium achievers and one low achiever. The groups of three had one high achiever, one medium achiever and one low achiever. Select the social role of the lesson (TASKMASTER, GATEKEEPER,COACH, PRAISER.) Select a structure corresponding to the social skills of the lesson. The tasks are structured so that students need each other to accomplish their goal. Have students reflect on their own performance as well as on their team-mates' performance behaviour after the accomplishment of a task. In addition to the procedures above, journals were written immediately after classes in order to help reflection on the data collected.

ADVANTAGES OF APPLYING COOPERATIVE LEARNING PRINCIPLES IN THE EFL CLASSROOM A great amount of PROS could be regarded as good reasons to set the goal of applying Cooperative Learning into EFL classroom: 1.On the whole, students did have significant improvement in equalising their participation during group work. Students put in practice the idea that each individual represents one important and unique part to the group. 2.There was great improvement in the interaction between low level and high level achieving students. 3.It was observed that the high achievers started to develop the ability to share their knowledge with their team-mates helping them with academic content. 4. There was evidence of self-esteem on the part of the low achievers. They started to feel more confident to express their opinions, feelings and consequently, their creativity. 5. The low achievers got more responsible to their learning and it resulted in positive achievements to their language learning process. 6.Students were encouraged to listen to their friends and this seemed to have helped them to improve their listening skills. It involved in having them reflect on the importance of giving the necessary attention to what someone has to say. 7. The frequent self and group evaluation activities seemed to have led students to make efforts to develop their individual accountability. 8. Students seemed to enjoy taking part in Cooperative Learning activities which are gamelike but there is no competition element involved. 9. Students changed their attitudes towards mistakes. Mistakes started being seen as important tools to their learning process. Thus the students started to feel comfortable to accept the idea of having a colleague helping them building up their language awareness. They seemed to have assumed that it was her/his colleague's job to help them. And it might have been a good start to encourage students to trust one another. 10. Students learned how to help a friend to accomplish a task without doing it for him/her. 'I think this work is going to help "Student A" and "Student B" stop fighting.' by a learner This student had realised that cooperative lessons would possibly effect people's attitudes towards each other, leading to positive changes in their relationships. Cooperative Learning is based on a far-sighted view of students' needs to interact well with others in their future work places and in other kinds of relationships (at home, at school, etc.) The ultimate aim of Cooperative Learning is therefore help students take into other areas of their lives what they learn in the EFL classroom. References:
Kagan, S. (1992.) Cooperative Learning (2nd ed.). Resources for Teachers: San Juan Capistrano. Kagan, S. [Education. Ed Res.Topic. Infor M-University of Maryland...learning newsletter by Dr.Spencer Kagan. Dr. Kagans 17...13 page chapter from their book. Notes inspiration from an American Peer...] Kagan, S. (1999.) [Cooperative Learning Newsletter by Dr. Spencer Kagans 17 Pros and 17 Cons plus Ten Tips for Success.]

Falco, C. (2000.) Cooperative Learning in the EFL Classroom - Monograph required as the final assessment of a post-graduation course in Applied Linguistics from Faculdade de Filosofia do Recife - FAFIRE.

About the author: Carla Falco holds a Bachelor degree in Letters and Literature from
Federal University of Pernambuco (UFPE.) She teaches young learners and teenagers at Cultura Inglesa in Recife, PE. She has finished a post-graduate course in Applied Linguistics from Faculdade de Filosofia do Recife (FAFIRE.) This paper was presented during the 7th BRAZTESOL National Convention, So Paulo, July 2000.